The roles of textual enhancement and type of linguistic item in adult L2 learners' comprehension and intake

By R. Leow. 2003

161 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c8390423b0243329347a63bb8587da230a97e992

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1. Paula M. Winke
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Citations in the corpus

• Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, methodology): “Task-essential practice requires learners to attend to and use a specific target form as a prerequisite for successful communication (Loschky and Bley-Vroman, 1993). 2. The input enrichment (IE) treatment was similar to an IF treatment except that the target forms were also highlighted. 3. The impor”
• THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, methodology): “…text comprehension) than learners who read texts without enhancement, a result similar to Overstreet’s ( 1998 ) results but opposite the fi ndings of several studies that concluded that enhancement had no effect on comprehension (Leow, 1997b , 2001b ; Leow et al., 2003 ; Rott, 2007 ; Wong, 2003 ).”